Why forest gardening for children? Swedish forest garden educators' ideas, purposes, and experiences

Forest gardens in urban settings can promote outdoor education goals with less investment of resources than for traditional school gardening and forest excursions

Almers, E., Askerlund, P., Kjellstrom, S., (2018). Why forest gardening for children? Swedish forest garden educators' ideas, purposes, and experiences. The Journal of Environmental Education, 49(3), 242-259.

Back to the Garten: Ontario kindergarteners learn and grow through schoolyard pedagogy

Inquiry-based learning in the outdoor classroom may promote children’s autonomy

MacDonald, K., Breunig, M., (2018). Back to the Garten: Ontario kindergarteners learn and grow through schoolyard pedagogy. Journal of Outdoor and Environmental Education

Sustaining schoolyard pedagogy through community academic partnerships

Schoolyard-focused community academic partnerships can be effective in enhancing students’ understanding of ecological principles and increasing their awareness of environmental issues

Breunig, M.C., (2017). Sustaining schoolyard pedagogy through community academic partnerships. Leisure/Loisir, 41(3), 467-490,.

The Hare and the Tortoise go to Forest School: Taking the scenic route to academic attainment via emotional wellbeing outdoors

Young children from disadvantaged backgrounds participating in a 3-year Forest School show increased well-being and academic development

McCree, M., Cutting, R., Sherwin, D., (2018). The Hare and the Tortoise go to Forest School: Taking the scenic route to academic attainment via emotional wellbeing outdoors. Early Child Development and Care, 188(7), 980-996.

Discussing Nature, 'Doing' Nature: For an emancipatory approach to conceptualizing young people's access to outdoor green space

Active engagement with green space can shift children’s view of nature from being abstract and inaccessible to a place where, even children with disabilities, can feel connected to the natural environment

Von Benzon, N., (2018). Discussing Nature, 'Doing' Nature: For an emancipatory approach to conceptualizing young people's access to outdoor green space. Geoforum, 93, 79-86.

A forest-based environment as a site of literacy and meaning making for kindergarten children

A forest environment provides kindergarten children with rich opportunities for literacy and meaning making

Streelasky, J., (2018). A forest-based environment as a site of literacy and meaning making for kindergarten children. Literacy

Education for what? Shaping the field of climate change education with children and young people as co-researchers

Climate change education can become an entirely new field of educational experience and inquiry when it is inclusive of and led by young people

Cutter-Mackenzie, A., Rousell, D., (2019). Education for what? Shaping the field of climate change education with children and young people as co-researchers. Children's Geographies, 17(1), 90-104.

Contact with urban forests greatly enhances children's knowledge of faunal diversity

Contact with urban forests can greatly enhance children’s knowledge of native animals

Sampaio, M.B., De La Fuente, Albuquerque, U.P., da Silva Souto, A., Schiel, N., (2018). Contact with urban forests greatly enhances children's knowledge of faunal diversity. Urban Forestry & Urban Greening, 30, 56-61.

Young children claiming their connection with nonhuman nature in their schoolground

Four-year-old children express an authentic need for connecting with nonhuman nature in their schoolground

Tsevreni, I., Tigka, A., (2018). Young children claiming their connection with nonhuman nature in their schoolground. Children, Youth and Environments, 28(1), 119-127.

Listening in: Spontaneous teacher talk on playscapes

Nature-based events tend to elicit science-relevant teacher talk

Kloos, H,, Maltbie, C., Brown, R., Carr, V., (2018). Listening in: Spontaneous teacher talk on playscapes. Creative Education, 9, 426-441.

Perceptions of school-based kitchen garden programs in low-income African American communities

School-based kitchen garden programs may positively influence individual, social and physical environmental factors contributing to obesity

Knapp, M.B., Hall, M.T., Mundorf, A.R., Partridge, K.L., Johnson, C.C., (2018). Perceptions of school-based kitchen garden programs in low-income African American communities. Health Promotion Practice

Wild Pedagogies: Six initial touchstones for early childhood environmental educators

Wild Pedagogies proposes a different way of being in and learning about the world

Jickling, B., Blenkinsop, S., Morse, M., Jensen, A., (2018). Wild Pedagogies: Six initial touchstones for early childhood environmental educators. Australian Journal of Environmental Education

Ecological identity, empathy, and experiential learning: A young child's exploration of a nearby river

Nature and parent working together can become key contributors to the development of a child’s ecological identity

Humphreys, C., Blenkinsop, S., (2018). Ecological identity, empathy, and experiential learning: A young child's exploration of a nearby river. Australian Journal of Environmental Education

Participatory retrofitting of school playgrounds: Collaboration between children and university students to develop a vision

School/university collaboration results in a children-led vision of a school playground

Menconi, M.E., Grohmann, D., (2018). Participatory retrofitting of school playgrounds: Collaboration between children and university students to develop a vision. Thinking Skills and Creativity, 29, 71-86.

Cultivating positive youth development, critical consciousness, and authentic care in urban environmental education

Physical and social features of an urban environmental education leadership program act as affordances in promoting youth assets and critical consciousness

Delia, J., Krasny, M.E., (2018). Cultivating positive youth development, critical consciousness, and authentic care in urban environmental education. Frontiers in Psychology, 15

What difference do role models make? Investigating outcomes at a residential environmental education center

Students who identified known adults as role models exhibited enhanced environmental responsibility, character development and leadership, and attitudes toward school

Stern, M.J., Frensley, B.T., Powell, R.B., Ardoin, N.M., (2018). What difference do role models make? Investigating outcomes at a residential environmental education center. Children's Geographies, 24(6), 818-830.

Youth e-participation as a pillar of sustainable societies

A game-based and expert-supported approach engages youth in urban planning for a sustainable future

Rexhepi, A., Filiposk, S., Trajkovik, V., (2018). Youth e-participation as a pillar of sustainable societies. Journal of Cleaner Production, 174(10), 114-122.

Connecting brawn, brains, and people: An exploration of non-traditional outcomes of youth stewardship programs

Stewardship programs should be place-based and build trust among participants, leaders, and partner organizations

DuBois, B., Krasny, M.E., Smith, J.C., (2018). Connecting brawn, brains, and people: An exploration of non-traditional outcomes of youth stewardship programs. Environmental Education Research, 24(7), 937-954.

Rethinking preschool physical design: Enhancing environmental stewardship among children

Physical design elements of preschool settings should maximize children’s interactions with nature

Shaari, M.F., Ahmad, S.S., Ismail, I.S., (2018). Rethinking preschool physical design: Enhancing environmental stewardship among children. Asian Journal of Behavioural Studies, 3(13), 128-139.

Green writing: The influence of natural spaces on primary students' poetic writing in the UK and Australia

Students with direct experience of nature produced richer poetic writing than students with vicarious contact with nature

Gardner, P., Kuzich, S., (2018). Green writing: The influence of natural spaces on primary students' poetic writing in the UK and Australia. Cambridge Journal of Education, 48(4), 427-443.

Unsettling food security: The role of young people in Indigenous food system revitalisation

Children have a key role to play in revitalizing the critical connection between access to Indigenous food systems and Indigenous food security

Bagelman, C., (2018). Unsettling food security: The role of young people in Indigenous food system revitalisation. Children & Society, 32(3), 219-232.

Greenness and school-wide test scores are not always positively associated - A replication of "linking performance in Massachusetts elementary schools with the 'greenness' of school surroundings using remote sensing"

Academic achievement outcomes associated with greenness around schools may differ between low-green, high-disadvantaged schools and high-green, low-disadvantaged schools

Browning, M.H.E.M., Kuo, M., Sachdeva, S., Leed, K., Westphal, L., (2018). Greenness and school-wide test scores are not always positively associated - A replication of "linking performance in Massachusetts elementary schools with the 'greenness' of school surroundings using remote sensing". Landscape and Urban Planning, 178, 69-72.

Nature-based learning for student achievement and ecological citizenship

Nature-based learning recognizes and addresses the needs of both students and the natural world

Chawla, L., (2018). Nature-based learning for student achievement and ecological citizenship. Curriculum and Teaching Dialogue, 20(1 & 2)

Developing ecological literacy in a forest garden: Children's perspectives

Forest gardens can be used to foster children's ecological literacy

Hammarsten, M., Askerlund, P., Almers, E., Avery, H., Samuelsson, T., (2019). Developing ecological literacy in a forest garden: Children's perspectives. Journal of Adventure Education and Outdoor Learning,, 19(3), 227-241.

Using culturally-relevant experiential education to enhance urban children's knowledge and engagement in science

An experiential science education program with a focus on cultural relevancy and eco-justice increased urban children’s knowledge and engagement in science

Djonko-Moore, C., Leonard, J., Holifield, Q., Bailey, E.B., Almughyirah, S.M., (2018). Using culturally-relevant experiential education to enhance urban children's knowledge and engagement in science. Journal of Experiential Education, 41(2), 137-153.

Fostering children's connection to nature through authentic situations: The case of saving salamanders at school

Authentic conservation project is used to promote an enduring positive relationship with nature

Barthel, S., Belton, S., Raymond, C.M., Giusti, M., (2018). Fostering children's connection to nature through authentic situations: The case of saving salamanders at school. Frontiers in Psychology, 8

Use of children's literature to support an emerging curriculum model of education for sustainable development for young learners

Children’s literature can be an integral component of education for sustainable development for young learners

Bhagwanji, Y., Born, P., (2018). Use of children's literature to support an emerging curriculum model of education for sustainable development for young learners. Journal of Education for Sustainable Development, 12(2), 85-102.

The effectiveness of a head-heart-hands model for natural and environmental science learning in urban schools

Disadvantaged youth showed improved academic performance after participating in an environmental and science education program using a head-heart-hands approach

Jagannathan, R., Camasso, M.J., Delacalle, M., (2018). The effectiveness of a head-heart-hands model for natural and environmental science learning in urban schools. Evaluation and Program Planning, 66, 53-62.

Learning in the Finnish outdoor classroom: Pupils' views

Reflection on learning may raise students’ awareness of what they’re learning in an outdoor setting

Sjoblom, P., Svens, M., (2019). Learning in the Finnish outdoor classroom: Pupils' views. Journal of Adventure Education and Outdoor Learning,, 19(4), 301-314.

Preschool educators' interactions with children about sustainable development: Planned and incidental conversations

Giving children a voice can empower them to act as agents of change for a more sustainable future

Bautista, A., Moreno-Nunez, A., Ng, S-C., Bull, R., (2018). Preschool educators' interactions with children about sustainable development: Planned and incidental conversations. International Journal of Early Childhood, 50, 15-32.

Beyond the school grounds: Links between density of tree cover in school surroundings and high school academic performance

Greater density of tree canopy beyond the school grounds predicts higher academic performance of high school students

Li, D., Chiang, Y-C., Sang, H., Sullivan, W.C., (2019). Beyond the school grounds: Links between density of tree cover in school surroundings and high school academic performance. Urban Forestry & Urban Greening, 38, 42-53.

How is environmental greenness related to students' academic performance in English and mathematics?

Greening initiatives on and around school grounds may improve the academic performance of students across grade levels, genders, and differing socioeconomic backgrounds

Leung, WT.V., Tam, TY.T., Pan, W-C., Wu, C-D., Lung, S-C.C., Spengler, J.D., (2019). How is environmental greenness related to students' academic performance in English and mathematics?. Landscape and Urban Planning, 181, 118-124.

Inconsistencies in early science education: Can nature help streamline state standards?

Explorations in playspaces with natural elements can provide the foundation for early science learning

Kloos, H., Waltzer, T., Maltbie, C., Brown, R.D., Carr, V., (2018). Inconsistencies in early science education: Can nature help streamline state standards?. Ecopsychology, 10(4)

Running Wild: Engaging and empowering future custodians of place through creative nature-based play

Creative nature-based play embedded in the participatory arts fosters children’s connection to nature and promotes their ability to act as agents of change in their local environment

Beer, T., Cook, A., Kantor, K., (2018). Running Wild: Engaging and empowering future custodians of place through creative nature-based play. Journal of Public Pedagogies,, 3

Developing a nature-based four-year-old kindergarten program: OAK Learning Center at Bay Beach Wildlife Sanctuary in Green Bay, WI (USA)

Developers of a nature-based public preschool describe its development and perceptions of success in academic, physical, social and emotional development and connectedness to nature realms

Ashmann, S., (2018). Developing a nature-based four-year-old kindergarten program: OAK Learning Center at Bay Beach Wildlife Sanctuary in Green Bay, WI (USA). International Journal of Early Childhood Environmental Education, 6(1), 35-43.

Early childhood educators' perceptions of play and inquiry on a nature playspace

Early childhood educators describe a nature playscape as an environment that supports the holistic development of children

Schlembach, S., Kochanowski, L., Brown, R.D., Carr, V., (2018). Early childhood educators' perceptions of play and inquiry on a nature playspace. Children, Youth and Environments, 28(2), 82-101.

Growing a nature kindergarten that can flourish

Guiding principles for developing a nature kindergarten focused on place-based learning, environmental stewardship, Indigenous ways of knowing, and an emergent curriculum

Elliot, E., Krusekopf, F., (2018). Growing a nature kindergarten that can flourish. Australian Journal of Environmental Education

Exploring urban design strategies that maximize the benefits of urban nature for children's well-being

Integrating high-quality natural areas into dense urban settings offers benefits to children, other community members, the municipality, and the natural environment

Mangone, G., (2018). Exploring urban design strategies that maximize the benefits of urban nature for children's well-being. Ecopsychology, 10(4)

Four methods for engaging young children as environmental education researchers

Engaging young children as co-researchers recognizes their agency and right to be involved in matters of relevance to them

Green, C., (2017). Four methods for engaging young children as environmental education researchers. International Journal of Early Childhood Environmental Education, 5(1)

The relationship between the natural environment and individual-level academic performance in Portland, Oregon

Greening efforts aimed at improving academic performance would do well to focus on both school and home environments

Donovan, G.H., Michael, Y.L., Gatziolis, D., Hoyer, R.W., (2020). The relationship between the natural environment and individual-level academic performance in Portland, Oregon. Environment and Behavior

Growing democratic citizenship competencies: Fostering social studies understandings through inquiry learning in the preschool garden

Garden-based inquiry learning can foster the development of democratic competencies in preschool children

Casey, E.M., DiCarlo, C.F., Sheldon, K.L., (2019). Growing democratic citizenship competencies: Fostering social studies understandings through inquiry learning in the preschool garden. The Journal of Social Studies Research

Preschool children's knowledge about the environmental impact of various modes of transport

Swedish preschool children are aware of the environmental impact of different modes of transportation

Borg, F., Winberg, T.M., Vinterek, M., (2019). Preschool children's knowledge about the environmental impact of various modes of transport. Early Child Development and Care, 189(3), 376-391.

School green space and its impact on academic performance: A systematic literature review

Systematic review finding mixed results and studies of moderate quality recommends further research on the benefit of school green space for academic achievement

Browning, M.H.E.M., Rigolon, A., (2019). School green space and its impact on academic performance: A systematic literature review. International Journal of Environmental Research and Public Health, 16

Might school performance grow on trees? Examining the link between "greenness" and academic achievement in urban, high-poverty schools

Greening may mitigate academic underachievement in high-poverty urban schools

Kuo, M., Browning, M.H.E.M., Sachdeva, S., Lee, K., Westphal, L., (2018). Might school performance grow on trees? Examining the link between "greenness" and academic achievement in urban, high-poverty schools. Frontiers in Psychology, 9

Do experiences with nature promote learning? Converging evidence of a cause-and-effect relationship

Converging evidence from diverse fields offers causal support for nature’s impact on learning, development and environmental stewardship

Kuo, M., Barnes, M., Jordan, C., (2019). Do experiences with nature promote learning? Converging evidence of a cause-and-effect relationship. Frontiers in Psychology, 10

Residential and school greenspace and academic performance: Evidence from the GINIplus and LISA longitudinal studies of German adolescents

Researchers call for more investigations into possible links between greenspace and academic performance

Markevych, I., Feng, X., Astell-Burt, T., Standl, M., Sugiri, D., Schikowski, T., Koletzko, S., Herberth, G., Bauer, C-P., von Berg, A., Berdel, D., Heinrich, J., (2019). Residential and school greenspace and academic performance: Evidence from the GINIplus and LISA longitudinal studies of German adolescents. Environmental Pollution, 245, 71-76.

Are California elementary test scores more strongly associated with urban trees than poverty?

Poverty and minority status are linked with lower academic test scores; urban trees and shrubs with higher scores

Tallis, H., Bratman, G.N., Samhour,i J.F., Fargione, J., (2018). Are California elementary test scores more strongly associated with urban trees than poverty?. Frontiers in Psychology, 9

The Environmental Commons in Urban Communities: The potential of place-based education

Place-based stewardship education in urban communities promotes knowledge, skills, and motivation needed for sustaining common-pool resources

Flanagan, C., Gallay, E., Pykett, A., Smallwood, M., (2019). The Environmental Commons in Urban Communities: The potential of place-based education. Frontiers in Psychology, 10

Fluid or fixed? Processes that facilitate or constrain a sense of inclusion in participatory schoolyard and park design

Authentic participation of children in playspace design offers challenges and opportunities

Kreutz, A., Derr, V., Chawla, L., (2018). Fluid or fixed? Processes that facilitate or constrain a sense of inclusion in participatory schoolyard and park design. Landscape Journal, 37(1), 39-54.

A coordinated research agenda for nature-based learning

A diverse team of stakeholders presents a framework for research to advance the understanding and implementation of nature-based learning

Jordan, C., Chawla, L., (2019). A coordinated research agenda for nature-based learning. Frontiers in Psychology, 10